University of South Carolina
ER-5: Sustainability Course Identification

A Systems Approach
We define a sustainable system as one that meets the needs of today’s society while also preserving the ability to meet the needs of future generations. Our goal is to create the capacity within our students to understand the systemic interdependencies that influence the ability of economic, environmental and social systems to prosper and preserve across generations1. Our proposed systems approach can be visualized as the integration of four major spheres: Environment, Energy, Economics, and Ethics. Contemporary public issues – whether they are primarily in the field of the environment (e.g., climate change, resource scarcity), energy (e.g., the commercialization of alternative fuels, energy dependency and security), economics (e.g., economic development and growth, national competiveness) or ethics (e.g., public trust, rule of law) – rest at the intersection of these four domains. Long-term, sustainable solutions to these issues will require collaborative and integrative thinking that cuts across traditional disciplines and boundaries2,3. Accordingly, assessment plans will include both determination of specified learning outcomes and accomplishment of specified problem-based objectives that require an interdisciplinary approach.

Students that participate in sustainability focused and/or related courses develop the ability to:
• -Analyze economic, social and environmental issues that are critical for today’s emerging world and future generations;
• -Effectively communicate the essential elements of sustainable systems;
• -Participate in service-learning opportunities that incorporate experiential learning;
• -Work within interdisciplinary teams and look for integrative solutions rather than remaining within discipline borders;
• -Engage with their communities on problem focused issues;
• -Develop the knowledge, skills, and values necessary for sound decisions and investments that advance economic vitality, ecological integrity, and social welfare;
• -Utilize an integrative approach that blends knowledge of human cultures and the natural world with practical problem-solving skills based in a sense of personal and social responsibility.

Sustainability-focused courses concentrate on the concept of sustainability including its social, economic, and environmental dimensions, or examine an issue or topic using sustainability as a lens.

Sustainability-related courses incorporate sustainability as a course component or module; address a single sustainability principle or issue, such as economic development, social justice, public health, energy, water, sustainable building or design, environmental health, land use, environmental policy, biodiversity, socio-economic diversity, human rights, etc; or provide essential tools or training to address needed to understand, assess, address or communicate sustainability related issues.

The Environmental Advisory Committee formed a working group to address sustainability in the curriculum in 2008. The group consisted of students, staff and faculty representatives from Education, Geology, Environment, Business and Engineering. Two major goals were immediately established, each with secondary goals to form an action plan to increase the academic opportunities on campus.
Goal 1: Broad Normalization of sustainable behaviors and targeted expertise of key sustainable issues via integration of sustainability into the University curriculum.
A: Student Engagement
A1: Academic
A2: Co-curricular
B: Faculty Engagement
C: Development, Institutional Commitment, & Staffing
C1: Academic & Co-curricular Development & Funding
C2: Institutional Commitment
C3: Staffing Create a full-time Sustainability Education
Goal 2: Increase external and internal perception of USC as highly sustainable and as an example in the efforts towards sustainability to support others.
A: Planning and Assessment
B: Communication and Promotion

One of the initial steps was the implementation of a graduate assistant position within the Office of Sustainability that would work on the Curriculum Team’s goals. The next steps taken were the development and implementation of a faculty development program to integrate sustainability into the curriculum, and the creation of a course inventory. The group reviewed all university courses and gathered input from course instructors to determine what was considered a sustainability-focused or related course. The courses are posted on the campus green website and faculty now must submit courses for review to the group prior to being added to the campus list. The faculty development workshop is held annually and the course listing is updated each semester.